Discover Phonics - PROGRAM SAMPLER

46 ✴ ★ ✦ ✴ ✴ ✦ • ✴ ✦ • • Weekly Opener Read and discuss Worktext Page 7. Prompt students to tell how the Sound-Spellings, Spelling Words, and High-Frequency Words are related. (Most words follow the VCe pattern.) Phonics Introduce Long Vowels, Soft c, g Display the Sound-Spelling Cards c, g, a, e, i, o, u. Introduce the sound-spellings and keywords for soft c and g . Then ask a volunteer to name the vowels and say the short vowel sounds. Remind students that long vowel sounds say the letter names. Have another volunteer say the long vowel sounds. Then explain that students will learn two sound-spelling patterns with long vowel sounds. First, introduce open syllables. Use the Word Building Cards and Phonics Routine 4 to lead students in blending no, be, hi. Explain: When the vowel is not closed in by a consonant, it is free to say its name. It is called an open syllable. Add a t to the end of each word. Have a volunteer read the words bet, hit, not. Ask: How did the words change when the consonant t was added to the end? (The vowels changed to short vowels.) Introduce the Rhyme Introduce the silent e spelling pattern. Tell students to look at Worktext Page 8. Have them track the print as you play the rhyme audio “All Because of e .” Call attention to the word pairings: kit/kite, cap/cape, tap/tape. Have a volunteer tell how the words in each pair are alike and different. Show the back of the Sound-Spelling Card a and point out the vowel-consonant-silent e spelling pattern in tape and explain: The e at the end of the word is sometimes called “Magic e ” because it makes the vowel before the consonant say its name. Ask: What is the first vowel in tape? ( a ) What sound does it stand for? (/āāā/) ✦ SCAFFOLD Some students may have difficulty making sound connections. Have students listen to the following word pairs and hold their hands close together when they hear short vowels and far apart when they hear long vowels: plan/plane, made/mad, not/note, pine/pin. MATERIALS • Worktext Pages 7–9 • Worktext Audio Online • Sound-Spelling Cards a, c, e, g, i, o, u • Word Building Cards • Picture Cards lake, name, face, plane, fire, smoke • BLM Practice Letters • High-Frequency Word Cards • BLM Practice Words • BLM 2.1–2.5 (one copy per child) This week, I will learn and read about: High-Frequency Words Decodable Reader came home change place take life close page where here Sound-Spelling ✽ a_e as in tape ✽ e_e as in Pete ✽ i_e as in bike ✽ o_e as in rope ✽ u_e as in flute ✽ c as in circle ✽ g as in giraffe Spelling Words age nice snake change note stove cute page take here pile time huge place vote kite race where mine same h u g ch a n e g e Decodable Reader When Will We Take Off? When Will We Take Off? Support students as they take their first steps towards literacy. Vista Higher Learning’s Decodable Readers help students build essential early literacy skills to become successful readers. A wide range of engaging, beautifully illustrated readers, including pre-decodable and decodable readers, provide the building blocks for literacy. FPO PHO23_L3_DR_w02_TakeOff_CVR.indd 1 03/06/2021 13:15 WEEK 2 7 Week 2 PHO23_L3_SE_w02_007-012_C.indd 7 8/19/21 10:21 AM All Because of e Kit, kite, kit, kite. They are not the same. One has an e . And that can change a name. Put in an e , And what do you see? Cap can change to cape . Oh, how can that be? Tap, tape, tap, tape. They are not the same. One has an e . And that can change a name. WEEK 2 8 Week 2 Date Name PHO23_L3_SE_w02_007-012_C.indd 8 8/19/21 10:21 AM Worktext Page 8 n PHO23_WB_cards_Consonants.indd 55 07/07/2021 19:12 o PHO23_WB_cards_Vowels.indd 41 07/07/2021 19:11 t PHO23_WB_cards_Consonants.indd 89 07/07/2021 19:12 n PHO23_WB_cards_Consonants.indd 53 07/07/2021 19:12 o PHO23_WB_cards_Vowels.indd 41 07/07/2021 19:11 14 WEEK 2 • DAY 1 Week 2 DAY 1 40 min